Adapted PSTs The PST is “not” adapted when the original text on the common template is not changed when given to the students. The PST is “not” adapted when it is given, unchanged, piece by piece to students. The PST “is adapted” when the wording of the original PST is changed and given to the students in a different form. Use Caution When Adapting PSTs For Classroom Use: The original, formal template version of the PST clearly shows all of the steps in the process, the specific use of critical and creative thinking, the use of individual and group work, and the use of technology. We want students to be conscious of the steps, types of thinking, the interaction of individual and group work, and the use of technology. We want students to “learn this structure” and, as they go through the grades, become less dependent on that structure and adapt it to meet their problem-solving needs as they arise. We think they need to consciously learn the “structure” and then “be freed of it” so they can use it “creatively” for the rest of their lives. So, if you “adapt” the formal, common template version to create version to give your students, your adaptation must clearly show all the PST steps in order, be clearly marked to show where critical and creative thinking are used, and be clearly marked to show where individual and group work are used. Some teachers have made these adaptations to enhance the “authenticity” of the PST. For example, they have created documents simulating a request from a person or group wanting a solution to a problem, forms to be used to communicate with that person or group, etc. If you make these kinds of adaptations to your PST, be certain that the PST steps, critical and creative thinking, and individual and group work are still clearly labeled and used. A concern is that if adaptations are made, some of the steps of the PSTs might be omitted; and the explicit use of critical and creative thinking, and individual and group work might be lost.
The PST is “not” adapted when the original text on the common template is not changed when given to the students. The PST is “not” adapted when it is given, unchanged, piece by piece to students. The PST “is adapted” when the wording of the original PST is changed and given to the students in a different form.
Use Caution When Adapting PSTs For Classroom Use: The original, formal template version of the PST clearly shows all of the steps in the process, the specific use of critical and creative thinking, the use of individual and group work, and the use of technology. We want students to be conscious of the steps, types of thinking, the interaction of individual and group work, and the use of technology. We want students to “learn this structure” and, as they go through the grades, become less dependent on that structure and adapt it to meet their problem-solving needs as they arise. We think they need to consciously learn the “structure” and then “be freed of it” so they can use it “creatively” for the rest of their lives.
So, if you “adapt” the formal, common template version to create version to give your students, your adaptation must clearly show all the PST steps in order, be clearly marked to show where critical and creative thinking are used, and be clearly marked to show where individual and group work are used.
Some teachers have made these adaptations to enhance the “authenticity” of the PST. For example, they have created documents simulating a request from a person or group wanting a solution to a problem, forms to be used to communicate with that person or group, etc. If you make these kinds of adaptations to your PST, be certain that the PST steps, critical and creative thinking, and individual and group work are still clearly labeled and used.
A concern is that if adaptations are made, some of the steps of the PSTs might be omitted; and the explicit use of critical and creative thinking, and individual and group work might be lost.